One of the most effective ways to engage today’s learners is to facilitate learning through software that appeals to our learners…duh, makes sense, right? In an ideal teaching world with deep pockets, it’s simply a matter of identifying which software functions are most appropriate to incorporate. Roblyer and Doering (2010) suggest that some people believe computer assisted instruction (CAI) is outdated, although the term, computer-assisted learning (CAL) is a more accurate description of what teachers hear most often today. Computer software in the classroom functions as drill-and-practice, simulation, problem solving, instructional use, and also tutorial instructional roles (p.76). While some functions can demonstrate instructional use in skill practice, information delivery, and demonstration in directed teaching strategies, other functions – simulation, instructional games, and problem solving – can serve as both directed and constructivist teaching strategies since there is more exploration and skill practice involved (Roblyer & Doering, 2010, p. 77). One of the most prevalent changes in today’s software and technology is the popularity of Web 2.0 applications. Similar to the way in which the constructivist goals of student exploration emerged from directed learning theory strategies, people today are taking ownership of the tech world through blogs, social networking sites, and wikis. We are all becoming a sort of tech nerd in our own way…think about it; if you want to contact someone do you call, text, email, or send a Facebook message? My own parents don’t even own a landline telephone anymore, and my mom has upgraded to a cell with a keyboard for texting.
Most of our young learners today (if not all) are considered “digital natives,” in which they learn best in a technology-friendly environment. In the video, “Digital Youth Portrait: Sam,” a 13 year-old girl describes her “second life” with technology. I am amazed at how supportive her parents are of her playing computer games like World of War Craft and Second Life. Sam and her mother discuss ways in which she is learning to work cooperatively with other individuals through social gaming, where there is a common goal, which all team-members are working for. This is a great way to learn teamwork, although most of the school-based computer software is individual based learning.
In the second video, “Schools use of games for learning and assessment,” we can clearly see how engaging simulation games capture our attention and encourage learning. Some individuals may argue that having fun while playing software games may cancel out any learning opportunities. Another drawback to using simulations in the classroom is the inaccuracy of the models. A student may feel well versed in mixing chemicals through a simulation chemistry lab, however the virtual experience may also leave a few things out, and the learner may not be fully prepared in the real life situation. Another pitfall might be that the simulation is unnecessary, and the concept being taught can be done on good ‘ol paper and pencil, or cooperative learning, for example. In an effort to race through the software program, or not enough information is provided to answer correctly, a student may also turn to guessing techniques ((Roblyer & Doering, 2010, p. 90).
We now live in a digital economy, not an industrial economy, where creative skills in designing, programming, and modeling are valued. If we want our learners to be successful contributors of society, we must effectively prepare ourselves and our students to be creative, collaborative, and divergent thinkers in the classroom.
Reference List:
Roblyer, M.D. and Doering, A.H. (2010). Integrating Educational Technology into Teaching. 5th Edition. Allen and Bacon, Boston: Pearson Education.
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